0.

Project Title (5)

Project Title: Statistical Analysis of the Relationship Between Study Time and Mathematics
Performance Among Form 4 Students at [Your School Name].

1. Problem Identification (5)

· What issue or challenge do we observe? There is a common perception and concern among
students and teachers that performance in Mathematics is declining. Many students report
finding the subject difficult, but there is no clear data on whether the amount of time spent
studying is linked to their actual test scores.

· Why is this important? Understanding the correlation between study habits and academic
performance can help students make more effective use of their time. It can also guide
teachers and the school in designing better study support programs and time management
workshops.

· What do we intend to do? We intend to collect, organize, and analyze data on students' weekly
Mathematics study time and their most recent end-of-term Mathematics exam scores to
determine if a significant relationship exists.

· How do we intend to do it? We will design and distribute a simple anonymous survey to collect
data. We will then use statistical methods (mean, mode, scatter graphs, line of best fit) to
analyze the data and interpret the results.

2. Investigation of Related Ideas (10)

· What do we already know? We know that practice is important for mastering mathematical
concepts. We also know that study effectiveness (how you study) might be as important as
study duration (how long you study).

· What solutions have others tried? Educational research often uses correlation studies. Schools
have tried implementing mandatory study hours, peer tutoring, and different teaching
methodologies to improve results.

· What factors contribute to the problem? Possible factors include: quality of study time,
attendance, prior knowledge, attitude towards the subject, teaching methods, and distractions
(like phone use).
· What resources can help us understand better?

· Attachments/Evidence for Section 2:

1. A sample of a similar study (e.g., a simplified abstract from an educational journal or a

2. A draft of our survey questionnaire to be approved by our Mathematics teacher.

3. A diagram illustrating the different variables that can affect academic performance.

3. Generation of Related Ideas (10)

· Possible ways to investigate: 1) Interview teachers and students. 2) Compare performance

· Most realistic, creative, and impactful idea: Statistical correlation analysis. It is realistic as it
uses tools we are learning in class (statistics, graphs). It is creative because we are applying
mathematical concepts to solve a real-world school problem. It is impactful because it provides
tangible, data-based evidence that can influence student behavior.

· Project Title: (As stated in Section 0).

4. Development of Ideas (10)

· Plan of Action / Preferred Solution:

1. Data Collection: Survey 30 randomly selected Form 4 students. The survey will ask for:

· Average hours spent studying Mathematics per week.

· Score in the last Mathematics exam (out of 100).

· (Optional) Preferred study method (e.g., solo, group, with past papers).

2. Data Analysis:

· Organize data in a frequency table.

· Calculate measures of central tendency (mean, mode) for study time and scores.
 · Plot a scatter graph (Study Time on x-axis, Exam Score on y-axis).

· Draw a line of best fit (regression line) and calculate its equation (if appropriate).

· Comment on the correlation (positive, negative, or none).

· Why this solution?

· Merits: Uses core mathematics syllabus topics, produces clear visual (graph) and numerical
results, anonymous so students answer honestly.

· Demerits: Only shows correlation, not causation. Other factors (natural ability, quality of
teaching) are not controlled.

· Resources Needed: Survey forms, calculators, graph paper/ruler, spreadsheet software (like
Excel or Google Sheets) if available, pens, notebook.

· Who will do what and when?

· Week 1: Statistician (Maya) – Designs the survey and sampling method. Coordinator (Ken) –
Gets teacher approval and distributes surveys to selected students.

· Week 2: Data Clerk (Lila) – Collects surveys and compiles raw data into a master table.
Technician (Jay) – Inputs data into spreadsheet for analysis.

· Week 3: Analyst (Zara) – Calculates mean, mode. Graphic Artist (Sam) – Plots the scatter
graph and draws line of best fit.

· Week 4: Presenter (Leo) – Interprets the graph and writes conclusions. All – Prepare final
presentation.

· Attachments/Evidence for Section 4:

1. The final, approved survey form.

2. A blank data collection table ready to be filled.

3. A step-by-step flowchart of the project methodology.

5. Presentation of Results (15)

· What did we do? We collected valid data from 30 Form 4 students. We organized it, calculated
averages, and created a scatter graph with a line of best fit.

· What were the results?

· Mean Exam Score: 68%.

· Scatter Graph Analysis: The points showed a general upward trend. The line of best fit had a
positive slope.

· Conclusion: There is a moderate positive correlation between study time and Mathematics
exam scores. This means that, generally, students who reported studying more tended to
achieve higher scores. However, the relationship is not perfect (points were scattered),
indicating other factors are also at play.

· How can we present our work?

1. A poster presentation featuring the scatter graph as the central visual, surrounded by key
statistics and conclusions.

2. An oral report using presentation slides that take the audience through each step of our
process.

3. A physical project booklet containing the raw data table, calculations, and the hand-drawn
graph.

· Attachments/Evidence for Section 5:

1. Completed Data Table: Showing all 30 data pairs (Study Time, Score).

2. Calculations Sheet: Showing the worked-out mean and mode.

3. The Final Scatter Graph: With clearly labelled axes, plotted points, and the line of best fit with
its equation.

6. Evaluation and Recommendation (5)

· Did we achieve our objectives? Yes. We successfully collected and analyzed data which
revealed a positive correlation, providing evidence to support the idea that increased study time
is associated with better performance.

· What worked well? The survey was simple and quick, leading to a good response rate. The
scatter graph was a very effective visual tool for showing the relationship.

· What did not work well? Some students were unsure of their exact weekly study time, so
estimates may be slightly inaccurate. The "line of best fit" was drawn by eye, which introduces
some subjectivity.

· What challenges were faced? Ensuring student anonymity while also verifying that scores were
reported accurately. Deciding how to handle an outlier (e.g., a student who studied very little but
scored high, or vice versa).

· Recommendations for future action:

1. For Students: The project suggests that managing study time is important. The school could
host a workshop on effective study techniques for Mathematics, not just more study time.

2. For Further Research: A follow-up study could investigate the quality of study (e.g.,
practicing past papers vs. just reading notes) by surveying students on their methods and
comparing those results.

3. Methodological Improvement: Use a larger sample size (e.g., 100 students) for more reliable
results. Use graphing software to calculate the precise least-squares regression line equation.

4. Actionable Insight: Teachers could encourage students to track their study time for a month
as a personal experiment to see its effect on their next test.

---

NB: Physical Artefact for a Mathematics Project: The primary physical artefact is the hand-
drawn or software-printed poster featuring the scatter graph with line of best fit, which serves
as the powerful visual summary of the entire statistical investigation.